Secondary Learning Support Mentor
Job description
Original text imported from Reed
Role Available: Secondary Learning Support Mentor
Are you looking for a rewarding role where you can truly make a difference in young people’s lives?
Protocol Education is currently recruiting a Learning Support Mentor to join a Secondary School in Havering. This full-time position involves supporting pupils on a 1:1, small group or classroom basis, assiting those with a range of additional needs, including MLD, SLD, ASD, and SEMH / behavioural difficulties. You will play a key role in helping students access learning, build independence, and feel safe and supported throughout their school day.
Candidates may come from backgrounds such as Education, Youth work, healthcare, social care, residential support, or may have personal experience supporting individuals with SEND/SEMH. Previous school-based experience is not essential — the school places high value on empathy, reliability, and a proactive attitude.
Role Details:
- Full-time, Monday to Friday, 8:30am – 3:30pm
- Long-term role with the potential to become permanent
- Based in Havering
Ideal Candidate:
- Able to build positive, trusting relationships with pupils
- Patient, nurturing, and adaptable in their approach
- Confident supporting children with additional needs and challenging behaviours
- Works well as part of a supportive and collaborative team
Qualifications: GCSEs or Equivalent in Maths & English, any SEND Diploma or Qualification, Level 1, 2 or 3 TA
Benefits:
- Competitive PAYE pay based on your skills and experience
- Ongoing professional development and dedicated consultant support
- £50 referral bonus for recommending successful candidates
If you’re ready to take on a meaningful support role and make a real impact within a school environment, apply today.
All applicants will require the appropriate qualifications and training for this role. Please see the FAQs on the Protocol Education website for further details.
All pay rates quoted will be inclusive of 12.07% statutory holiday pay. This advert is for a temporary position. In some cases, the option to make this role permanent may become available at a later date.
Protocol Education is committed to safeguarding and promoting the welfare of children. We undertake safeguarding checks on all workers in accordance with the DfE statutory guidance ‘Keeping Children Safe in Education’, this may also include an online search as part of our due diligence on shortlisted applicants.
We offer FREE online safeguarding and Prevent Duty training to all our workers. All candidates must undertake or have undertaken a valid enhanced Disclosure and Barring Service (DBS) check and subscribe to the DBS Update Service.
Full assistance provided. For details of our privacy policy, please see visit the Protocol Education website.
Key skills
AI-extracted from the job advert
Application advice
5 AI-generated recommendations to maximise your chances.
⭐ Highlight any direct SEND or SEMH experience at the top of your CV personal statement, as the advert lists MLD, SLD, ASD, and SEMH as the core pupil needs you will be supporting.
📊 Quantify your impact where possible: "Supported 6 pupils with ASD across 3 classroom settings, contributing to a 20% reduction in recorded behavioural incidents over one term."
🎯 Include any relevant qualifications prominently — the advert specifically names SEND Diplomas and Level 1, 2, or 3 TA qualifications as desirable, so list these with awarding body and year.
🌐 If your background is in youth work, healthcare, social care, or residential support rather than schools, frame transferable skills explicitly: map your previous role's responsibilities to classroom-based 1:1 support tasks.
🤝 Confirm your DBS Update Service subscription status on your CV or cover letter, as the advert makes an enhanced DBS check and subscription a firm requirement for all candidates.
Suggested CV bullets
3 bullets our AI drafted for this specific advert, mirroring its ATS keywords.
Add these 3 bullets under your most recent experience:
- •Delivered 1:1 and small group learning support to 8 secondary-age pupils with ASD and SEMH needs across 5 subject areas, contributing to improved lesson engagement rates tracked termly by the SENCO.
- •Implemented de-escalation strategies for 3 pupils with severe behavioural difficulties, reducing classroom disruption incidents by 30% over a 12-week period in line with individual behaviour support plans.
- •Maintained full safeguarding compliance across a 10-month placement, completing DfE-aligned training, holding a valid enhanced DBS certificate, and reporting 4 welfare concerns through the correct school channels.
Free to copy — tailoring requires a 30-sec CV upload.
Your cover letter is ready
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Letter preview — tailored to Protocol Education
Dear Hiring Manager,
Protocol Education's Secondary Learning Support Mentor vacancy in Havering stands out as a role where my experience in SEND support and behaviour management can make a measurable difference. Supporting pupils with ASD, SEMH, and MLD on a 1:1 and small group basis is precisely the kind of structured, relationship-led work I find most rewarding.
My background in supporting young people with additional needs has equipped me with practical de-escalation techniques, an understanding of Education, Health and Care Plans, and the patience required to help pupils build genuine independence. I hold a current enhanced DBS certificate and am subscribed to the Update Service, and I am committed to upholding safeguarding standards in line with the DfE's 'Keeping Children Safe in Education' guidance.
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Interview questions
10 questions generated from this advert.
Technical
- ›How would you adapt your communication style when supporting a pupil with ASD compared to one with SEMH difficulties?
- ›What strategies would you use to de-escalate a pupil displaying challenging behaviour in a secondary school classroom?
- ›How do you differentiate support between 1:1 sessions and small group interventions for pupils with MLD or SLD?
- ›What does 'Keeping Children Safe in Education' require of a Learning Support Mentor in terms of safeguarding responsibilities?
- ›How would you use a pupil's Education, Health and Care Plan (EHCP) to inform your day-to-day support approach?
Behavioural
- ›Tell me about a time you built a trusting relationship with a young person who was initially resistant to support.
- ›Describe a situation where you had to adapt quickly to an unexpected change in a pupil's needs or behaviour.
- ›Give an example of when you worked collaboratively with a teacher or wider school team to improve outcomes for a student.
- ›Tell me about a time you supported someone with additional needs and had to balance their independence with the level of help you provided.
- ›Describe a challenging situation involving a young person's behaviour and how you responded to keep everyone safe.
STAR answer examples
Model answers using the Situation-Task-Action-Result framework. Adapt to your own experience.
Tell me about a time you built a trusting relationship with a young person who was initially resistant to support.
Describe a challenging situation involving a young person's behaviour and how you responded to keep everyone safe.